Mark Scheme (Pre-standardisation)

Summer 2013

International Primary/Lower Secondary

Curriculum

Year 9 LEH01
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Summer 2013
Publications Code PL036661

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General Marking Guidance

All candidates must receive the same treatment. Examiners must

mark the first candidate in exactly the same way as they mark the
last.

Mark schemes should be applied positively. Candidates must be

rewarded for what they have shown they can do rather than
penalised for omissions.

Examiners should mark according to the mark scheme not according

to their perception of where the grade boundaries may lie.

There is no ceiling on achievement. All marks on the mark scheme

should be used appropriately.

All the marks on the mark scheme are designed to be awarded.

Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate‟s response is not
worthy of credit according to the mark scheme.

Where some judgement is required, mark schemes will provide the

principles by which marks will be awarded and exemplification may
be limited.

When examiners are in doubt regarding the application of the mark

scheme to a candidate‟s response, the team leader must be
consulted.

Crossed out work should be marked UNLESS the candidate has

replaced it with an alternative response.

3
Section A

Text1

Question Answer Mark

Number
1 Award 1 mark for:

magnet
mystery
intrigue 1

Do not accept answers which include more than one

word.

Question Answer Mark

Number
2 Award 1 mark for:

(one of the world‟s last) undiscovered frontiers 1

Question Answer Mark

Number
3 Award 1 mark for 2 or 3 correct answers.
Award 2 marks for 4 correct answers.

True False
Borneo is the largest

island in the world.
Borneo‟s rainforest
has thousands of 
tree species.
Visitors provide their

own mosquito nets.
10 expert guides are

employed.
2

Question Answer Mark

Number
4 Award 1 mark for one of the following points:

This section is in a separate text box because it:

is about a different topic

gives information about health / safety
warns you about possible dangers
is the only the part of the text that presents a
negative view (of the Borneo rainforest).
1

4
Question Answer Mark
Number
5 Award 1 mark for one of the following points:

so they are aware of dangers of the forest floor

so they don‟t get bitten / stung
so they protect their feet from insects / creatures
that bite / sting.

Do not accept „because of insects‟ without further

elaboration. 1
There must be a recognition of danger.

Question Answer Mark

Number
6 Award 1 mark for an adjective with a suitable explanation,
eg:

„wonderful‟ emphasises how amazing the island will

be
„mere‟ emphasises the fact you only need to hear the 1
name.

Question Answer Mark

Number
7 Award 1 mark for one of the following points:

it summarises the text / is the main message of

the text
it emphasises the uniqueness of the experience
it persuades the reader to go
it reinforces the direct appeal to the reader 1

5
Text 2

Question Answer Mark

Number
8 Award 1 mark for the following word underlined:

elephant ant 1

Question Answer Mark

Number
9 Award 1 mark for two of the following:

alive
wave
swarming

Do not accept more than one word in each case. 1

Question Answer Mark

Number
10 Award 1 mark for any valid response that recognises the
word „soldier‟ suggests:

the ants look threatening / as though they are going

to attack him / they are attacking together

Do not accept „because they have pincers‟ without further

elaboration. 1

Question Answer Mark

Number
11 Award 1 mark each for one of the following points up to a
maximum of 2 marks:

so the reader can share / understand the experience

of the writer
to emphasise what the insects sounded like
to create humour 2

Question Answer Mark

Number
12 Award 1 mark for correct identification of:

A. resignation 1

6
Question Answer Mark
Number
13 Award 1 mark for any one of the following points:

the insects / wildlife are making too much noise /

the forest is so noisy / the noise level in the
forest is higher than in a city / a place where
there are a lot of people and he couldn‟t sleep

the fire-flies are creating flashing / flickering

lights.

Do not accept „it is noisy‟ without reference to the

forest / insects or impact on the writer 1
Do not accept reference to the fire-flies switching „their
own torches on and off‟ without further elaboration.

Question Answer Mark

Number
14 Award 1 mark for a valid example of personification,
eg:

(the) soldiers (have arrived)

whining and singing 1
said four thousand frogs
fire-flies kept flicking their own torches
mosquitoes singing

Question Answer Mark

Number
15 Award 1 mark for correct identification of:

D. to describe an experience in a rainforest 1

7
Question Answer Mark
Number
16 Reward answers which focus on any of the following
features, with credit given for evidence and development of
points.

- The first text is persuasive/ an advertisement

designed to create an appealing impression of Borneo
and The Borneo Rainforest Lodge
- the first section is written in the third person, and
shifts between the present and past tense, describing
features of Borneo, and includes facts and figures
- much of the main section is directly addressed to the
reader, though there is also reference to „we‟, to
make the place sound welcoming and the text
personal
- adjectives are used to create a positive image of the
place, eg „unique‟, „individual‟, as are nouns such as
„mystery‟, „intrigue‟ and „excitement‟.
- Written in a positive voice
- The second text is an account of a real experience /
an example of travel writing
- it is written in the first person and past tense,
chronologically
- in the first paragraph the word „wet‟ is repeated for
emphasis
- the writer includes quite a lot of information about
the different insects etc, while also using
personification to convey how they seem to be
deliberately doing all they can to annoy him
- a number of vivid words, including an attempt to
convey exactly what they sound like, are used to
describe the different sounds in the forest and create
humorous impact.
- Written in a negative voice.

Accept other appropriate points focused on features of

purpose and audience.

1 mark for a response that attempts to link 3

features across the texts but without comparing
them.
2 marks for a response with a basic attempt at
comparison
3 marks for a fully developed comparison of one
or more features.

8
Text 3

Question Answer Mark

Number
17 Award 1 mark for:

(in a) shed 1

Question Answer Mark

Number
18 Award 1 mark for:

Raghu and other children in his family (siblings /

brothers and sisters and cousins)

Do not accept:
Raghu on its own
other children on its own# 1
friends

Question Answer Mark

Number
19 Award 1 mark for:

this shows Ravi‟s shock / horror / fear at the idea

of snakes.

Do not accept „for emphasis‟ without further 1

elaboration.

Question Answer Mark

Number
20 Award 1 mark for correct identification of:
D. He wants to be with other people. 1

Question Answer Mark

Number
21 Award 1 mark each for any of the following points up to a
maximum of 2 marks:

he wants to win the game of hide-and-seek

he has never won a game before / wants to be the
champion
he wants to beat Raghu / the older children. 2

9
Question Answer Mark
Number
22 Award 1 mark for one of the following:
the light under the door grew softer, fuzzier
the long purple shadows of the shed
grew even darker 1
Do not accept one word answers such as „Evening‟ or
„Twilight‟.

Question Answer Mark

Number
23 Award 1 mark for:

to reinforce Ravi‟s insecurity / uncertainty (about

what is happening with the game)

Do not accept „Ravi doesn‟t know what is happening‟

without further elaboration. 1

Question Answer Mark

Number
24 Award 1 mark for this phrase underlined:

(stumbled on) stiff, benumbed legs 1

Question Answer Mark

Number
25 Award 1 mark for any response which recognises
either: 1

The passage of time

Consolidates where time stands at the moment

Question Answer Mark

Number
26 Award 1 mark for:

Their faces were pale and triangular in the dusk. 1

Question Answer Mark

Number
27 Award 1 mark for one of the following points:

they are playing another / a new game

10
 they are surprised / amazed to see him. 1
He could hear them chanting, singing, laughing

Question Answer Mark

Number
28 Award 1 mark for each of the following points, up to a
maximum of 2 marks:

the story is told from Ravi‟s point of view / the

reader shares Ravi‟s feelings
you get the impression that Ravi is / sees
himself as one of the younger, smaller, less
lucky children
the other children forget all about him / don‟t
comfort him
he makes a fool of himself at the end
Raghu is rough / impatient with him. 2

Accept other reasonable points, based on the text.

Question Answer Mark

Number
29 Award 1 mark for each of the following points, up to a
maximum of 2 marks:

“Don‟t be a fool,”
Raghu said roughly
stand at the end of the line. 2

Question Answer Mark

Number
30 Award 1 mark for:

insignificance 1

11
Question Answer Mark
Number
31 Reward answers which pick up on any of the following
features, with credit given for evidence and development of
points.

- Ravi has mixed feelings at the beginning – he is very

pleased with himself for thinking of such a good
hiding place („delight‟, „self-congratulation‟) – but he
is also scared to be in such a dark and „spooky‟ place
(„fear‟)
- his imagination creates all sorts of horrors in the shed
/ and he is very jumpy and easily scared („Snakes!‟)
- he thinks longingly of being outside in the sun, with
everyone else, adults nearby, eating mulberries („the
free spaces of the garden‟)
- he imagines what it would be like to win and how
thrilling it would be („What fun‟)/ he experiences in
anticipation the joy of it
- then he begins to feel uncertain – it is getting darker
outside and he is confused by what he can hear and
what he thinks must be happening („Could he hear
the children‟s voices?‟)
- he feels a high level of frustration / anguish when he
bursts out of the shed, furious, upset and full of self-
pity („whimper‟, „crying heartily‟)
- finally he feels the full weight of his failure / and of
his „insignificance‟ / unimportance as a person – he is
completely crushed.

Accept other appropriate points focused on the

language used to show Ravi‟s feelings and how they
change.
1 mark for a response with description of feelings
but no explanation
2 marks for a response with a basic attempt at 3
explanation
3 marks for a fully developed explanation of
Ravi‟s feelings.

12
Section B

Question Answer Mark

Number
32 Award 1 mark for:

The following insects can be found in the rainforest: cicadas,

mosquitoes, elephant ants and fire ants.

Question Answer Mark

Number
33 Award 1 mark for:
James is Redmond’s friend, together they travelled
through the rainforests of Borneo and encountered many 1
insects.

Question Answer Mark

Number
34 (a) since
1
(b) On / at / by / beside
1
(c) under / beside / in / on / beneath / behind /inside
1
Reward any appropriate choices.

Question Answer Mark

Number
35 (a) Award 1 mark for the embedded phrase, „a luxury holiday
resort‟ used appropriately in a sentence.
1
Commas should be used accurately to merit the award of 1
mark.
(b) Award 1 mark for the clause „having finished the game‟
used appropriately in a sentence.
1
Commas should be used accurately to merit the award
of 1 mark.
(c) Award 1 mark for the correction of each of the three
errors.
The children were playing football in the
garden. Ali got fewer goals than anyone else 3
and felt really fed up with the game.

13
Section C

Question Indicative content

Number
36 Responses may include:

description of exciting / interesting / funny /

frightening location
information about / description of the on-going game
personal comments about own feelings and senses /
reactions of others / and actions of others .

Credit should be given for a wide range of different approaches /

interpretations.

14
Form, communication and purpose

Level Marks Criteria

Below No rewardable material

0
4
The form of a description/narrative is maintained with some
balance between description and comment. Some content
developed to engage reader.
Viewpoint established and generally maintained.
Some stylistic features used to support purpose.
1-3 The article is organised: paragraphs or sections are logically
4
sequenced although transitions may be awkward.
Within paragraphs or sections content may be developed
around a main sentence. Paragraphs or sections organised to
expand a particular point. Connections within paragraphs or
sections maintained.
Content of description/narrative adapted so as to appeal to the
reader.
Viewpoint established and controlled.
Some stylistic features add emphasis and interest.
Overall organisation supported by paragraphs or sections.
5 4-5
Relationship between paragraphs or sections gives structure to
the whole text.
Within paragraphs or sections main ideas are developed with
relevant detail or examples. Reference sometimes varied to
avoid repetition.
Description/narrative well focused on audience and purpose,
with some evidence of considered selection and development.
Point of view well controlled, incorporating some other or wider
perspective/s.
6 Stylistic features sometimes ambitious, creating clarity and
6-8
emphasis.
Overall direction of the text signalled, with a range of features
used to control overall structure.
Some range of cohesive devices used within
paragraphs/sections, sometimes creating emphasis or effect.
Description/narrative well shaped and adapted for purpose, with
content purposefully selected to appeal to the audience.
Confident viewpoint, with a range of perspectives well managed
A wide range of stylistic devices, focused intentionally on reader
7 9-10
and purpose.
Account and description managed and shaped to achieve
purpose and effect, with a range of cohesive devices used to
position the reader.
Writing adeptly adapted for purpose and reader, achieving its
intended effect.
11- Assured viewpoint, skilfully positioned within other
8
12 perspectives.
A wide range of stylistic devices deployed for precise effect in
relation to purpose, reader and effect.

15
Reader adeptly positioned throughout the text, so that the
intended effect is achieved. Account /description skilfully built
up and crafted.

16
Spelling, punctuation and grammar

Level Marks Criteria

Below No rewardable material

0
4
Sentences mostly grammatically sound.
Some variety in subordinating connectives.
Adverbials, expanded noun phrases and modals add variety.
Tense choice mainly appropriate.
Some variation in subjects of sentences.
1
4 Most sentences correctly demarcated. Some commas mark
phrases or
clauses.
Spelling is usually accurate, including common, polysyllabic
words
Simple and complex sentences with some variety of
connectives. Expansion of phrases and clauses adds detail.
Range of verb forms develops meaning and maintains
2-3 appropriate tense choice. Additional words and phrases
5
contribute to shades of meaning.
Range of punctuation used almost always correctly.
Words with complex regular patterns are usually spelt correctly.
Sentences almost always grammatically correct. Variation in
sentence structure, type and length sometimes managed for
conscious effect. Placing of phrases and clauses sometimes
6 4-5
creates emphasis or used for effect.
Range of punctuation used to clarify meaning for the reader.
Spelling is generally accurate, including that of irregular words.
Sentence structure and detail within the sentence is well
controlled, contributing to the overall development of the text.
A range of punctuation deployed for clarity and effect.
7 6-7
Spelling is correct, including that of complex, irregular words;
any errors stand out as untypical or one-off slips.

Wide variety of sentence structures positioned and crafted,

achieving emphasis and clarity.
Range of punctuation deployed skilfully to enhance meaning,
8 8
achieving particular effects.
Spelling correct over the range of vocabulary used, including
more complex and difficult words.

17
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Order Code PL036661

Summer 2013

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18